Livestream + Zoom 1 Oral Presentations (30 minutes)
Oct 24, 2021 10:40 AM - 11:10 AM(Asia/Ho_Chi_Minh)
20211024T1040 20211024T1110 Asia/Ho_Chi_Minh EXPLORING PRE-SERVICE EFL TEACHERS' TPACK AND TECHNOLOGICAL INTEGRATION INTO TEACHING PRACTICE

In recent decades, technological integration into education has attracted more attention than ever before. TPACK model (Technological Pedagogical and Content Knowledge), proposed by Mishra and Koehler (2006), is one of the most effective models to evaluate the level of technology integration of teachers in their lessons. However, in Vietnam, research related to TPACK of teachers, especially pre-service teachers, remains limited. The main focus of this research is to assess pre-service EFL teachers' TPACK and technological integration into teaching practice. To achieve this aim, a TPACK questionnaire was built to investigate how 30 pre-service EFL teachers assess their TPACK. Then, five participants were selected randomly to participate in semi-structured interviews with an aim to explore how they integrate technology into their teaching. The information and data from questionnaires and interviews were carefully analyzed. After that, data analysis was conducted based on the recordings to find the recurring themes and compare them with the quantitative data obtained. Results from the questionnaires and interviews suggest that in general, pre-service EFL teachers were satisfied with their total TPACK. Technological Knowledge, Content Knowledge, Technological Content Knowledge, and Technological Pedagogical Knowledge are the four domains that these pre-service teachers felt confident the most. TPK was ranked the highest. In contrast, the participants show uncertainty towards their Pedagogical Knowledge, Pedagogical Content Knowledge, and TPACK. In particular, they feel the least confident with their PK.

Livestream + Zoom 1 VietTESOL International Convention 2022 convention@viettesol.org.vn


In recent decades, technological integration into education has attracted more attention than ever before. TPACK model (Technological Pedagogical and Content Knowledge), proposed by Mishra and Koehler (2006), is one of the most effective models to evaluate the level of technology integration of teachers in their lessons. However, in Vietnam, research related to TPACK of teachers, especially pre-service teachers, remains limited. The main focus of this research is to assess pre-service EFL teachers' TPACK and technological integration into teaching practice. To achieve this aim, a TPACK questionnaire was built to investigate how 30 pre-service EFL teachers assess their TPACK. Then, five participants were selected randomly to participate in semi-structured interviews with an aim to explore how they integrate technology into their teaching. The information and data from questionnaires and interviews were carefully analyzed. After that, data analysis was conducted based on the recordings to find the recurring themes and compare them with the quantitative data obtained. Results from the questionnaires and interviews suggest that in general, pre-service EFL teachers were satisfied with their total TPACK. Technological Knowledge, Content Knowledge, Technological Content Knowledge, and Technological Pedagogical Knowledge are the four domains that these pre-service teachers felt confident the most. TPK was ranked the highest. In contrast, the participants show uncertainty towards their Pedagogical Knowledge, Pedagogical Content Knowledge, and TPACK. In particular, they feel the least confident with their PK.

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Hue University, University of Foreign Languages
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